Inquiry-Based Learning via the World Wide Web

A Proposal to the Associated Colleges of the South Technology Fellows Program

Kevin Treu, Furman University

OVERVIEW

Educational research demonstrates that most students become better learners when they are actively engaged in the classroom [1], [3], and [6]. Undergraduate science education is especially enhanced when students are involved. Nora Sabelli, senior program director at NSF, writing in the January, 1998 issue of the Communications of the Association of Computing Machinery, asserts that "the model of isolating learning from creation [of knowledge] no longer prepares any student, of whatever age, of whatever ability, for the complexities technology has created in everyday life." Sabelli is calling for a fundamental change in our approach to education-a shift away from the simple dissemination of knowledge toward a model of interactive inquiry and discovery-based learning. She goes on to suggest that as educators and scientists, "we should take responsibility in our own spheres of action to ensure that education becomes closer to intellectual work-the classes we teach, the future instructors we prepare, t he teachers with whom we interact, the products we develop, the ideas we set forth as intellectual currency. We must and can set a vision for the future consistent with our professional practices."

The field of computer science is well suited for the application of such interactive, exploratory teaching techniques. Indeed, the discipline itself is changing so rapidly that it is difficult to introduce students to it without involving them directly in the creative process. The project for which the support of a Mellon Teaching with Technology Fellowship is being requested involves the development of a set of Web-based materials to assist in the delivery of computer science courses using inquiry-based pedagogical techniques to supplement or replace the traditional lecture model.

BACKGROUND AND OBJECTIVES

Inquiry-based learning can be modeled as a three-phase learning cycle-exploration, invention, and expansion [2]. Perhaps the most time-consuming of the three phases in the inquiry-based learning cycle is the exploration phase. In this phase, the instructor must be an interested (but not controlling) bystander. His or her role is to provide students with exploratory activities in which meaningful questions can be naturally posed [4], [5]. It has been the experience of the author that coverage of course material often requires multiple lectures, or portions of lectures, on the same topics. The original lecture introduces a new topic, but few (if any) of the students have come to class prepared to learn the topic; rather, they view themselves as empty vessels waiting to be filled. They dutifully write down everything that is said, with little curiosity or comprehension. Later, when an exam or assignment due date is approaching and it is imperative that the material be understood, the instructor is often asked to cover topics a second time.

It is during this second meeting that learning actually takes place, when the students have enough insight to ask intelligent questions (and feel a tangible motivation to understand the material). The first lecture is spurious to a great extent in this scenario.

The principle objective of this project is to design and implement strategies for encouraging students to come to class prepared to discuss the current topic. The hypothesis is that an inquiry-based classroom will produce better motivated, more engaged students, which in turn all but guarantees that better learning will take place.

Experience thus far in two computer science classes (Discrete Mathematical Structures, Introduction to Computer Science II) has shown that the most challenging component of adopting an inquiry-based approach is to somehow get students to step into a different and more active role in their own education. Students are very accustomed to and comfortable with the model of coming to class to "get the important stuff," then refining this knowledge later as various course requirements dictate. The idea to get students engaged before they come to class, so they can in fact participate in, and not just observe, the intellectual work to be done.

The key to the success of this approach seems to lie in the ability to construct the right combination of pre-lecture activities which will actually engage and interest the students. We have had some limited success with methods that compel students to do work ahead of time, but a considerable amount of this effort has relied heavily on textbook readings and assignments. This "classic" approach to inquiry-based learning -- getting students to read ahead -- has indeed been an objective of instructors for a long time. When students do this, their comprehension does seem to improve, but not to the extent that is promised by the exploratory inquiry-based approaches to be implemented in this proposed project. Experience has shown that forcing students to read and answer questions prior to lecture does not necessarily translate into the discussion-based classroom environment that is sought. Student interest and excitement is still not there, but the beginnings of such interest -- and the accompanying d iscussion-driven lectures - can be observed when they have had a chance to experiment in a tangible way with a particular concept.

PROJECT DESCRIPTION

To meet the objectives outlined above; this project will focus on the design of a suite of tools designed to implement the exploration phase of an inquiry-based approach for two important computer science courses - Theory of Computation and Introduction to Computer Science. The tools will be Web-based, and implemented in the Java programming language. The use of the Web will not only facilitate easy and ready access for students in the classes, but it will also make the tools available to other computer science professors at ACS institutions. The use of Java will allow the incorporation of powerful graphical tools to simulate important computer science concepts "in action". The animation of such concepts has been shown to significantly increase comprehension. Java will also facilitate the element of interactivity, critical to any exploratory approach. Students will be able to dictate the workings of the concept animations to see how they operate under different assumptions a nd inputs.

Targeted Courses

A critical component of the Theory of Computation course is the study of various abstract models of computing, including finite state machines, push-down automata, and Turing machines, the most general model of computing. Explanations of the workings of these machines and - more importantly - the theory behind them, is typically carried out using series of drawings. As part of this project, on-line graphical simulations of the machines will be developed, together with focused activities and questions for students to consider and try to answer through exploring the workings of the machines. To reiterate, this exploration is to be done before the class lecture on the subject, leading to a far more engaged, interactive classroom.

Introduction to Computer Science is the first course in the major, and focuses on algorithmic problem solving using object-oriented design and programming techniques. This is the course in which students must first acquire and become comfortable with the basic conceptual notions of computer science. In a sense, an important goal of this course is to teach the students how to develop a "mental picture" of new concepts. The proposed project will also target this course. The potential for the application of inquiry-based exploratory techniques is considerable. Initially, tools will be developed for two tasks: (1) to model the creation and interaction of objects in a program, and (2) to model the process of parameter passing between functions. These are concepts, which have proven difficult for introductory students to master, and the new approach are expected to be very beneficial. Assuming successful implementation of these tools, additional projects will be undertaken, including activities for t he concepts of repetition structures, arrays of objects, and recursion.

Timetable

The project will be completed during the winter and spring terms at Furman during the 1998-99 academic year. (This corresponds to the spring semester in a typical college calendar: January 1999-May 1999.) I have requested and been granted a sabbatical leave during this time period, and thus my full attention will be devoted to this project. The first offering of the Theory of Computation course, which will use the new tools, will be in the fall term of 1999. The first offering of the Introduction to Computer Science course after the project will be in the spring term of 2000 (beginning in March).

Assessment and Dissemination

Analysis of the effectiveness of the new tools will be conducted via three mechanisms: student evaluation, student performance, and peer review. Students will be given a set of questions to answer specifically regarding the on-line activities as a supplement to the teacher evaluation at the end of the term. Anecdotal responses will also be gathered. Students will additionally provide implicit feedback through their mastery (or lack thereof) of the targeted concepts. Comparisons to results in previous terms will be made. Finally, the results of the project will be published in either the ACM SIGCSE Bulletin (the journal for the professional society's Special Interest Group on Computer Science Education) or the Journal for Computing in Small Colleges, with associated conference presentations. The Web tools will be available to be used and reviewed by peers on a national scope. A specific effort will be made to request feedback from colleagues at ACS institutions.

REFERENCES

[1] Duschl, R. A., Restructuring Science Education, Teacher's College Press, (New York 1990), 30-80.
[2] Lawson, A. E., M. R. Abraham, and J. W. Renner,  A Theory of Instruction: Using the Learning Cycle to Teach Concepts and Thinking Skills, National Association for Research in Science Teaching, Monograph #1, (Atlanta 1989).
[3] Osborne, R., and P. Freyberg, Learning in Science, Heinemann Publishers, (Auckland, NZ 1985).
[4] Petrie, H., The Dilemma of Inquiry and Learning, University of Chicago Press, (Chicago 1981).
[5] Saunders, W., The constructivist perspective: Implications for teaching strategies for science, School Science and Mathematics, 92(3), 1992.
[6] Yager, R., The constructivist learning model: Towards real reform in science education, Science Teacher, 1991.